Record details

• ISBN: 0205486207
• ISBN: 9780205486205
• Physical Description: xv, 205 pages ; 23 cm
• Edition: 2nd ed.
• Publisher: Boston, MA : Pearson/Allyn and Bacon, ©2007.

Content descriptions

Bibliography, etc. Note:

Includes bibliographical references and index.

Formatted Contents Note:

Part I Political, Economic, and Historical Trends in Education -- Chapter 1 Politics and Education 1 -- Are Our Politicians Up to the Job? 1 -- The Conservative Backlash 3 -- Are We Lowering Standards? 4 -- Disparities Between Curriculum and Student Needs 5 -- Who Controls the Schools? 5 -- The Democratic-Progressive Discourse 6 -- Do We Have Other Choices? 6 -- Federal, State, and Local Control 7 -- Recent and Future Political Challenges 7 -- Attitudes about Schooling 7 -- Policy Issues Related to Education 8 -- The George W. Bush Educational Initiatives 9 -- Misguided Educational Reform? 10 -- Chapter 2 Changing Demographics and Diversity 16 -- Population Statistics 16 -- The U.S. Economy: An Overview 17 -- Trends in Demography of Childhood Poverty 18 -- Americans on the Move 18 -- Teacher Mobility 19 -- The Average American Family 21 -- Changing School Demographics 21 -- The Over- and Underrepresentation in Special Education Programs 22 -- Defining Culture 24 -- High School Graduation Rates 26 -- High School Dropout and College Enrollment Rates 27 -- Employment 27 -- Health 28 -- Crime 28 -- Gangs 28 -- Additional Trends 29 -- People of Color Living in Concentrated Poverty 29 -- Is Diversity a Myth? Is Singling Out One Group for Special Privileges Simultaneously Patronizing and Bigoted? 30 -- What Groups Are Considered Diverse Learners? 30 -- Educators' Coping with Changing Demographics 37 -- Is Diversity a Myth? 38 -- The Impact of Diversity on U.S. Education 38 -- Inadequate Assumptions About Human Development 41 -- Ethnicity in America: Bridging the Gap Between a History of Racism and a Future Toward Equality in Diversity 42 -- Teachers' Responses to Diversity 45 -- Chapter 3 Rights of Stakeholders in Education 51 -- The Rights of Children 51 -- The Disparity Continues 52 -- Children and Youth at Risk: An Overview 52 -- A Promising Approach for Addressing At-Risk Students 54 -- Children Living in Poverty 55 -- The Face of Poverty among Young Children Is Changing 56 -- Homelessness 58 -- Causes of Homelessness 58 -- Consequences of Homelessness 59 -- Policy Issues on Homelessness 60 -- Child Abuse and Neglect 60 -- Prevalence Data on Child Abuse: A Continued Issue of Uncertainty 60 -- What Do Abuse and Neglect Mean? 62 -- How Do We Recognize It? 63 -- Child Fatalities 63 -- Child Care 64 -- Substance Abuse 65 -- Characteristics of Victims 65 -- Age 65 -- Gender 65 -- Ethnicity 66 -- People with Special Needs 66 -- Characteristics of Perpetrators 67 -- People Known to the Child 67 -- Stranger Danger 67 -- Gender 67 -- The History of Child Abuse 67 -- Child Victims and the Law 69 -- The Effects of Child Abuse 69 -- On Children 69 -- On Adults Who Were Abused as Children 70 -- The Costs of Abuse 71 -- The Need for Prevention 72 -- Student Disposition-Personality: Determinants of Right or Wrongdoing 72 -- Alcohol, Drug Abuse, and Violence 73 -- Proclivity toward Violence 73 -- Bullying 74 -- Cheating 74 -- Violence and Child Development 75 -- Violence during the Preschool Years 75 -- Violence during the School Years 76 -- Violence during College 77 -- Teacher Stress and Burnout 77 -- Pay 78 -- Student Characteristics 78 -- School Policies 79 -- Striving for Solutions 79 -- What Parents Can Do 80 -- Influence of the Media 81 -- Violence Prevention in the Community 82 -- Safety Issues 82 -- Cell phones 82 -- Discipline 83 -- Corporal Punishment 83 -- Need for Teachers to Deal with Abuse 85 -- Protecting Our Children and Our Teachers (against Litigation) 85 -- Part II Evolving Notions of Human Development and Learning -- Chapter 4 Theoretical Shifts in Our Understanding of Children 94 -- Changing Worldviews 94 -- Changing Theories 96 -- Maturational Theory 96 -- Behaviorist Theory 97 -- Psychoanalytic Theory 97 -- Constructivist Theory 98 -- The Sociohistorical Approach 98 -- Ecological Systems Theory 99 -- Multiple Intelligences Theory 99 -- Problems with Traditional Psychological Theories 99 -- What Shall we do with Dead, White, Western Men? 100 -- What Did These Dead, White, Western Men Really Say? 100 -- Critical Theory 101 -- Modern and Postmodern Theories 102 -- Chapter 5 Changing Curricular Practices 107 -- Teaching as Transmission 107 -- Teaching as Transaction 108 -- Teaching as Inquiry 109 -- Teaching as Transformation 110 -- Part III Changing Views of Assessment and Instruction -- Chapter 6 No Child Left Behind? 113 -- An Overview of No Child Left Behind 113 -- Title I Improving the Academic Achievement of the Disadvantaged 114 -- Title II Preparing, Training, and Recruiting High-Quality Teachers and Principals 114 -- Title III Language Instruction for Limited English Proficient and Immigrant Students 115 -- Title IV Twenty-first Century Schools 115 -- Title V Promoting Informed Parental Choice and Innovative Programs 115 -- Title VI Flexibility and Accountability 115 -- Title VII-X Other Requirements under No Child Left Behind 116 -- Nine Issues Related to No Child Left Behind 116 -- Chapter 7 Developmentally Appropriate Practice: Best Practice for All Students 121 -- What is Developmentally Appropriate Practice? 122 -- What is the History of Developmentally Appropriate Practice? 123 -- What is the Research Base for Developmentally Appropriate Practice? 123 -- How Has Developmentally Appropriate Practice Influenced Educational Practice? 125 -- Accreditation 125 -- An Emphasis on the Whole Child 125 -- Individualized Instruction 125 -- The Acceptance and Use of Children's Prior Knowledge 125 -- Active Learning 126 -- More In-Depth Study of a Topic 126 -- The Importance of Play 126 -- Multiage Grouping 126 -- The Teacher as Reflective Decision Maker 126 -- Parent Involvement 127 -- What Are the Criticisms of Developmentally Appropriate Practice? 127 -- Problems Related to Children with Disabilities 127 -- Criticisms Related to Context 127 -- Issues Related to Theory 129 -- Problems Related to No Child Left Behind 130 -- What Is the Future of Developmentally Appropriate Practice? 131 -- Chapter 8 Social Promotion, Retention, and Alternative Possibilities / Janice N. Cotton 135 -- Social Promotion 135 -- Prevalence of Social Promotion 135 -- Negative Effects of Social Promotion 136 -- Implications and Findings from Local Social Promotion Policies 136 -- Conclusions about Social Promotion 137 -- Grade Retention 137 -- Prevalence and Cost of Grade Retention 138 -- Retention and Academic Achievement 138 -- Retention and Social and Health Implications 139 -- Conclusions about Retention 139 -- Alternatives to Social Promotion and Grade Retention 140 -- The Bottom Line 144 -- Part IV Issues in Accommodating Individual and Family Differences -- Chapter 9 Teaching in Inclusive Settings: The Challenge and the Opportunity to Engage in Inclusive Strategies 148 -- What Is Inclusion? 149 -- How Did We Get Here? 150 -- Should We Have Inclusion or Full Inclusion? 150 -- Mainstreaming 151 -- The Regular Education Initiative 151 -- Is Inclusion Better Than Full Inclusion? 151 -- What about Full Inclusion and the Law? 153 -- Should We Prepare for Full Inclusion or Just Inclusion? 154 -- Preparing the System 155 -- Preparing Teachers 155 -- Preparing Families 155 -- Preparing Students 155 -- What Are the Advantages of Full Inclusion? 156 -- Academic Advantages 156 -- Discipline Problems 156 -- Gains in Socialization 156 -- Benefits to Regular Education Students 157 -- What Are the Barriers to Inclusion? 157 -- Changing Roles for Educators 157 -- Adverse Effects on Students 158 -- What Would Make Full Inclusion Work? 158 -- Delivery Models That Work 159 -- Consultation 160 -- Team Teaching 160 -- Aides' Services 161 -- Limited Pullout Service 161 -- Peer Tutoring 162 -- Teaching Devices 162 -- Are There Any Results That Support or Refute Inclusion? 163 -- Chapter 10 Multicultural Education and the Cultural Curriculum 166 -- Misconceptions About Cultural Diversity 167 -- Cultural Dilemmas Teachers Face in the 21st Century 170 -- How Can We Work with Students Who Are Limited English Proficient? 174 -- Who Are Limited English Proficient Students? 174 -- Who Teaches Students with Limited English Proficiency? 174 -- How Do Students with Limited English Proficiency Learn Best in an English-Speaking Classroom? 175 -- What Should We Teach with Regard to Culture? 175 -- How Should We Teach with Regard to Culture? 176 -- Chapter 11 Working with Families 178 -- Married-Couple Families 179 -- Grandparents as Parents 180 -- Gay- and Lesbian-Headed Households 180 -- Black Families 181 -- Asian American Families 182 -- Latino Families 183 -- Other Family Structures or Defining Characteristics 184 -- Chapter 12 Discipline and Classroom Management 187 -- Heteronomy 188 -- Problems with Rewards 188 -- Autonomy 190 -- Epilogue: What's Next? Future Issues and Trends in Education 193.

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